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Stephanie Watkins

Dr. Edwards

School Administration

July 3, 2016

School Librarian Interview

I interviewed the school librarian at Briarglen Elementary. Her name is Addison. She
began working at the school in October 2016. The school was in need of a librarian, and was
unable to find a librarian that was certified. Addison moved to Tulsa in October and applied for
the position. She was formally a sixth grade English teacher. She worked at a college after she
received her library certification, then took the job as a school librarian for Union Public
Schools. Her short term goals to start off the year were to weed the nonfiction section, add signs
for the reading sections, and to relocate a shelf to make a mini lesson space. Her long term goals
were to add a makerspace, set up collaborative projects, set up a strategic plan and mission
statement, get Donors Choose to grant her with more technology, and set up a reading program
for the summer. Her budget for the library was 10,000. She could apply for extra grants through
the district and was allowed to post pre-approved projects on Donors Choose. She also had a
student activity fund that varied. Addison raised 7,000 dollars through book fair, and received an
extra 1,000 dollars from scholastic to spend on something educational for the school of her
choosing. She did not have an aide or any paid volunteers. She enlisted the help of fourth and
fifth graders and called them her “shelf elves”. She also had a volunteer from Northeastern State
University coming weekly to help her shelf books. Addison did not feel that she was in any chain
of command. That since this was her first year, she would have to earn that with the
administration.
She was fortunate enough to only have before and after school duties that were only 15
minutes each. She would greet the students in the morning that were coming in to school, and
also walk the walkers outside to their posts. She did not serve on any committees that first year,
but was asked by her principal to do the yearbook for the 2016-2017 school year! Her problem
with coming in later in the year was that she was unable to set up a schedule that she would have
preferred. The administration was not working with her on flexible scheduling, and demanded
that she stick to a fixed schedule. Classes would come in weekly to visit the library for a mini
lesson and checkout time. She would collaborate on Fridays to prepare her lessons for the next
week. Her hours were the same as teachers, but she felt that since she was not on a team or part
of a committee that it was easier for her to leave directly after school instead of going back to a
classroom to prepare for the next day. She plans on doing more coteaching in her next year at the
school. She wants to persuade the principal to adopt more of a flexible schedule so that she is
able to do more coteaching. She only integrated grade level standards into her mini lessons. She
would support whatever the teacher was doing in the classroom into her weekly mini lessons.
She did say that sometimes teachers would come to her with data and ask that she focus on a
specific standard that was taught previously in the year or a standard that the teacher said would
not get time to teach in the classroom. Addison feels like her first year was successful and she
impressed the principal, and next year she will ask for more support from her in getting the
library how she wants it. She had never done professional development with teachers, but
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appreciated me bringing that up so she could add that to her long term goals! Addison teaches all
grade levels in the library. She also has one specials rotation that is second grade that she has
every day. I appreciated this information because I know this is a factor that is happening when I
start my library position in the fall and I am unfamiliar on how to run a specials class. So, her
help on that was wonderful. She said that promoting reading was another goal she had for next
year. This year was a year to get to know the students and school, and plans to do more than just
the book fair to get students reading. Addison liked bringing technology into the school. She did
a good job of applying for donors choose and getting Osmos and Makey Makeys. She did,
however, mention that she wanted to have more of a centers approach next year in the library so
that she can integrate more technology into the library. Her thoughts on the most challenging
parts of the library were getting the books returned to the shelves. She appreciated the students
doing it, but said that it wasn't always done right that way. Finally, Addison said that she was a
fan of ebooks. The way she integrated them last year was sending out links she found online so
that teachers could use them in stations on their iPads. I learned a lot from Addison’s interview.
I liked listing what she said so that I can refer back to her answers in my own library situation. I
learned from the interview that the first year is hectic and it is important to set up goals. I could
tell the principal liked that she was doing goals and then letting her know when the goals were
met. I would love to be able to call on Addison or other librarians for help when it comes to
setting up grants and trying to get funding. I didn't realize how much was actually bought with
grants and outside assistance.

Classroom Teacher Interview

I spoke with a third grade teacher for this interview. She is from the same school the
school librarian works. Her name is Caitlin. Caitlin said she the librarian came in and did a good
job her first year. She noticed that Addison was more of a new school librarian. She could tell the
difference between Addison and the past librarian that had a more traditional approach. Her
perception of a school librarian was that they conduct check out and run book fair. However,
after meeting Addison, she said that she now has a perception that librarian’s are like teachers
and help support teachers in teaching standards. She uses the library on her checkout time
weekly. She goes to the library once a week for 30 minutes. She also lets students go to the
library in the morning sometimes if they ask and have good behavior. She did mention that
Addison mostly tied standards in the library mini lessons. She thought that she would have a
better routine for next year since she will have more experience. Caitlin said she would
sometimes use the library as recovery so that students could have time for themselves to take a
break, but she didn't use it as a reward. Caitlin got her Masters of Education and had a lot of
training on integrating technology into the classroom. She wants to do more collaborating with
Addison next year to make that happen. She would like to ask for more time from Addison
during checkout time to do projects in the library because she feels like the time now is too
limited to complete anything. She feels like she can approach the librarian to make suggestions,
but she feels like Addison’s hands are tied because of the schedule the principal wants. She
doesn't plan with the librarian as much as she would like to because of librarian’s schedule. Her
ideal library schedule is to be able to send kids to the library whenever they need books. She
would like to be able to call on the librarian more for support in lessons. She would like the
librarian to do a book study or smart board exchange training for new teachers. Caitlin said that
she is very supportive of this new approach to the library that Addison has been implementing
this year. I appreciated Caitlin being so open on her view of the librarian. I learned how little the
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classroom teacher knows about the current library education we are getting in college now. She
didn't seem to understand all that librarians can do. It seemed like she was looking for more and
could use the extra help from a librarian. I will definitely take this classroom teacher information
with me and best sure to educate teachers on all the library can offer. I also learned how many
opportunities there are for a librarian to lead professional development or trainings for newer
teachers.

Principal Interview
The principal’s name is Tracy. She has been there four years. This was her first year
working with a librarian who was educated and willing to bring the library to the 21st century.
Although, I think her perception of a 21st century librarian was wrong. I learned that it is
important to share with your administration what research is going on that could improve testing
scores when the library takes a key role in education.
She said that she knew it was Addison’s first year, and this year coming up she would
like to give more responsibility ask to Addison as a leader in the school. She said that her vision
of the librarian is to use the librarian to help work on gaps to bring up test scores. She requires
collaboration on Fridays, and would like Addison to take on an extra role during district wide
data day. She said that in the past that she would not approve purchase requests, but with it being
a first year librarian that she did want to approve and guide her. Tracy said that Addison is not a
apart of the site decision making committee because she started out the school year late, but
could have that opportunity later. She said she perceives the librarian’s role as someone who
develops a love for reading in students. Tracy mentioned that she is open to Addison’s opinion of
flexible scheduling, but does not think it is a good option for the students at her school. She does
not provide staffing for the library, but does allow use of student support. She said that the
library’s curriculum fits into the curriculum by having mini lessons that coordinate with the
teachers’ lessons. Tracy said that she supports the idea of a ‘learning commons’ and wishes there
was more of an updated layout for Addison to work with. I learned from this interview how
lucky or unlucky the year could go if you got an unsupportive administration. She didn't seem to
look to the library for help, but seemed to value more of the traditional approach because she
could control that process.

Student Interviews
I interviewed two siblings that were there at the library for Super Tuesday. The students
were in fourth and fifth grade. They agreed on most questions. They really liked that the librarian
was fun this school year, and thinks that she could have more clubs to make it better. They said
they go to the library during the school year whenever their teacher lets them. One sibling said
they like graphic novels and the other said nonfiction. They did not know what an ebook was
when I asked if they use those. The older student said that their librarian taught them how to use
instagrok.com when they were doing their research project during the school year. They both
said their teachers make them use reading logs during the year and they read two books a day.
They said they always ask the teacher first and usually she answers, but if she doesn't then they
go find their own answers. This helped me in knowing this because it showed that as a librarian
that I can be pushing students to find ways to answer their own questions, and educate teachers
to not just answer student’s questions. The students said they wished they had more time to play
games on the computer. I would love to be able to provide teachers with apps and websites that
allow students to do that educationally.
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Lesson Observations
I observed Addison teach two mini lessons. It is important to keep in mind that these
lessons were taught in the summer and were not directed toward a specific grade level or class.
She did a good job of weaving some standards in, but the lessons were mostly made to be fun
and engaging for the summer. Addison taught a summary and retell lesson. She incorporated art
and had the students draw a picture of what the book was about. Addison also did a scavenger
hunt so students could practice their use of finding specific genres. These lessons were great to
see. It was especially helpful in knowing that not all kids have the same prior knowledge and
sometimes you have to differentiate to make the lesson effective for all students.

Facility Evaluation
The floor plan is divided into book series, nonfiction, everybody, easy, resources, fiction,
and graphic novels. There is a space made with a bookshelf that has a rug and a smartboard. This
is where the librarian conducts mini lessons. The librarian has not very much storage room and
has no office. She has 3 shelves behind her desk that contain video tapes, recorders, series books,
and iPads. The storage aspect does not completely meet the needs of the library. However,
budget allows for furniture, technology, and books so there could be more items acquired after
Addison’s first year. Addison had planned on making a makerspace section for next year and that
will meet more of the standards discussed in our class. The collection arrangement did meet what
this course talked about by giving students easy access to information. The library had a little
area where students could come and access information digitally on the computer. This also
allowed them to look of books in the collection. There are approximately 6,000 books in the
collection. This is more than the 3,000 limit or 10 books per student according to the collections
standard for library 210:35-5-73 (a). The space allows for the collection, technology, and has
enough seating for classrooms. There also is adequate lighting and this is standard 210:35-5-72.
Furniture could be more attractive and does not meet the target for adequacy quite yet, but that is
something the new librarian is working on with grants. Addison is a full time employed librarian,
but she does not have a part-time library aide. This does not meet the requirements of staffing
because it is necessary to have both of those employees for a school 500-999 in enrollment
according to staffing 210:35-9-71.
Addison did a good job of repositioning shelves so that there was enough space to allow
for a meeting area and for students to have a work space. There were no awkward shelves or
items that block the flow of the library patrons. There were no stairs pitfalls that would cause a
hazard. Space did not allow for a makerspace, but Addison planned on making a moveable,
traveling makerspace for next year’s students. The students that use the library range from pre-k
to fifth grade. Teachers and faculty also use the library for meetings and tutors meet there to help
with after school needs. Occasionally the after school program will meet there to read books until
parents pick them up. The height of the shelving was not too big where students couldn't access
the material. Students of every age could reach and access any book they needed. The shelves
were not moveable or on wheels however. The contained around 800-1,000 books on each shelf.
Addison was not sure on price estimate, but I would estimate $6,000-$8,000 a shelf on price of
books. I talked to Addison about getting ebooks and online periodicals for students to use on the
iPads next year, and she said she would love to ask for help from me in doing that and how to
implement it with students. I think this will enhance her library program and reach different
kinds of readers. Shelves were arranged just right to give the feel that there were different types
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of learning spaces. I noticed a lot of 21st century arrangement and techniques used in her library.

Record of Visits
I visited the library on Super Tuesday. I was there on June 20th to see Addison teach her
lessons and watch the student activities. I was there from 9 a.m. to 2 p.m. I also returned the
following Tuesday to conduct the interviews from 10 a.m.- 12 p.m. I was mainly there to
observe. I did get to help with origami during the first visit.

Summary of Field Experience

This school was one of the oldest in the district. It was the first site made in the district.
The layout of the school was crowded and had a lot of add on classrooms. The socio-economic
status of the neighborhood experienced some poverty or lower class. Its main demographic was
Hispanics. Addison mentioned that when she first started there that she had a lot of help from the
district library coordinator, and they even set her up with a mentor librarian. This visit served a
purpose in that I am more knowledgeable from the interviews of the staff and students’
perception of the library. It was nice to take this somewhat of a survey so that I can apply it to
my own librarian style when I start in the fall. I also got to get closer with the librarian and made
a friendship that will help me when I start wanting to collaborate on the library. I could tell from
the interviews that the staff was ready for the move to the 21st century, but the principal was not
ready to release some of her power and control. She was more in favor of the rigid, fixed
schedule. The philosophy of the school seemed to be that every student can learn from their
teacher, but they had a hard time realizing that other parts of the school can help with that. I
noticed from the observations that Addison had a meeting space and she integrated some
standards into her mini lessons. This was considered best practices. She was in her summer
schedule, but she seems like she wants to do more clubs and after school library programs for the
students. I would love to do this Super Tuesday where the library is opened after hours or during
the summer in my own library. This was a great way to get parents involved. I loved being able
to get a better view of what works, doesn't work, and to see different perspectives of the library.